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BTES PHASE III-B PAGE 1
FILE GR2.TMEANS: GRADE 2
GENERAL CLASSROOM LEVEL VARIABLES
THIS FILE CONTAINS A VARIETY OF CLASSROOM LEVEL VARIABLES RELATING TO
INSTRUCTIONAL PLANNING AND CLASSROOM ENVIRONMENT. THERE ARE NO OBSERVA-
TION-BASED DATA IN THIS FILE. ALL OF THE VARIABLES IN THIS FILE WERE
DERIVED FROM ONE OR MORE OF THE FOLLOWING SOURCES OR INSTRUMENTS:
(1) THE DAILY RATING SCALES COMPLETED BY THE FIELDWORKER AT THE
END OF EACH OBSERVATION DAY.
(2) THE FALL AND SPRING TEACHER INTERVIEWS.
(3) THE WEEKLY TEACHER INTERVIEWS.
(4) TEACHER ATTITUDE QUESTIONNAIRE.
(5) TEACHER CONTENT CODING TEST.
TO UNDERSTAND THE VARIABLES IN THIS FILE, THE USER WILL NEED TO BE
FAMILIAR WITH THE MATERIAL IN THE "TEACHER RATINGS" SECTION OF THE PHASE
III-B INSTRUMENTATION PACKAGE. FAMILIARITY WITH TECHNICAL NOTE V-1B
(FILBY AND CAHEN, 1977) WOULD ALSO BE HELPFUL.
THIS FILE IS NOT SPECIFIC TO THE AB OR BC PERIODS ONLY. MOST OF THE
VARIABLES IN THIS FILE REFLECT INFORMATION AT THE A-C LEVEL. THAT IS,
THEY REFLECT SCORES/RATINGS OBTAINED ACROSS THE AB AND BC PERIODS.
SIMILARLY, MANY VARIABLES ARE NOT SPECIFIC TO READING OR MATHEMATICS
BECAUSE THEY REFLECT GENERAL CLASSROOM CONDITIONS OR PROCEDURES. WHERE
A VARIABLE IS SPECIFIC TO READING OR MATHEMATICS, OR TO THE AB OR BC
PERIODS, IT IS IDENTIFIED AS SUCH.
DATA ARE PRESENTED AT THE CLASS LEVEL. THERE ARE NO STUDENT LEVEL DATA
IN THIS FILE. IN THOSE INSTANCES WHERE THERE WAS MORE THAN ONE TEACHER
PER CLASS, RATINGS OR SCORES HAVE BEEN AVERAGED ACROSS INSTRUCTORS TO
OBTAIN ONE CLASSROOM LEVEL SCORE.
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BTES PHASE III-B FILE GR2.TMEANS PAGE 2
GENERAL RECORD FORMAT: ID INFORMATION IS IN COLUMNS 1-3 OF THE FIRST
CARD IMAGE. DATA ARE IN COLUMNS 8-80 OF THE FIRST CARD AND COLUMNS
1-80 OF SUBSEQUENT CARDS. THERE ARE 11 RECORDS/CARD IMAGES PER
STUDENT. EXCEPT FOR THE ID VARIABLES, ALL VARIABLES HAVE A FORMAT
OF 8.4. THERE ARE NO MISSING DATA IN THIS FILE. ALL CLASSES HAVE
SCORES FOR EACH VARIABLE. NEGATIVE SCORES WILL BE PRECEDED BY A MINUS
SIGN.
NOTE: THIS CODEBOOK ALSO APPLIES TO THE GR5.TMEANS FILE.
CD VAR LOC F
1 1 1 1.0
GRADE LEVEL: 2 = GRADE 2
5 = GRADE 5
CD VAR LOC F
1 2 2 2.0
CLASS/TEACHER IDENTIFICATION NUMBER = 01-27
COLUMNS 4 THROUGH 7 ARE BLANK
<< DAILY RATING SCALES >>
AT THE END OF EACH OBSERVATION DAY, THE FIELDWORKER RATED THE CLASSROOM
AND THE INSTRUCTIONAL PROGRAM ON 15 SCALES. ALL WERE 7-POINT SCALES.
SINCE OBSERVATION OCCURRED APPROXIMATELY ONCE EACH WEEK, THERE WERE ABOUT
5 RATINGS ON EACH SCALE OVER THE AB PERIOD. THESE RATINGS WERE AVERAGED TO
GET AN AB MEAN SCORE ON EACH SCALE. THESE MEAN SCORES ARE THE FIRST SET OF
VARIABLES PRESENTED HERE AND ARE LABELED AS ABMEAN1 THROUGH 15. THE SECOND
SET OF VARIABLES ARE THE MEAN SCORES ON THESE SAME SCALES AS CALCULATED
OVER THE BC PERIOD. THERE WERE ABOUT 15 OBSERVATION DAYS PER CLASS
DURING THE BC PERIOD AND THEREFORE THE BC SCORES (LABELED BCMEAN1-15)
REFLECT THE AVERAGE OF 15 SEPARATE RATINGS PER SCALE. THE NUMERICAL
SUFFIX OF THE VARIABLE LABEL MATCHES THE SCALE ITEM NUMBER ON THE
"DAILY RATING SCALES FOR FIELD OBSERVERS" FORM. SIMILARLY, THE VARIABLE
DESCRIPTION MATCHES THE SCALE TITLE AS PRINTED ON THE RATING FORM. MEANS
CAN RANGE FROM 1.00 TO 7.00.
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BTES PHASE III-B FILE GR2.TMEANS PAGE 3
<< RATING SCALE VARIABLES >>
VAR
CD VAR LOC F LABEL DESCRIPTION
1 3 9 8.4 ABMEAN1 COOPERATION
1 4 17 8.4 ABMEAN2 STUDENT RESPONSIBILITY
1 5 25 8.4 ABMEAN3 CONVIVIALITY
1 6 33 8.4 ABMEAN4 ACCEPTANCE OF FEELINGS
1 7 41 8.4 ABMEAN5 COGNITIVE TASK ORIENTATION
1 8 49 8.4 ABMEAN6 ATTENTION TO STUDENTS
1 9 57 8.4 ABMEAN7 EXPECTATION OF STUDENT SUCCESS
1 10 65 8.4 ABMEAN8 KNOWLEDGE OF MATHEMATICS
1 11 73 8.4 ABMEAN9 KNOWLEDGE OF READING
2 1 1 8.4 ABMEAN10 CLARITY
2 2 9 8.4 ABMEAN11 ABRUPTNESS
2 3 17 8.4 ABMEAN12 FLEXIBILITY
2 4 25 8.4 ABMEAN13 COMPLEXITY OF COMMUNICATION
2 5 33 8.4 ABMEAN14 CONSISTENCY OF MESSAGE
2 6 41 8.4 ABMEAN15 STRUCTURING
2 7 49 8.4 BCMEAN1 COOPERATION
2 8 57 8.4 BCMEAN2 STUDENT RESPONSIBILITY
2 9 65 8.4 BCMEAN3 CONVIVIALITY
2 10 73 8.4 BCMEAN4 ACCEPTANCE OF FEELINGS
3 1 1 8.4 BCMEAN5 COGNITIVE TASK ORIENTATION
3 2 9 8.4 BCMEAN6 ATTENTION TO STUDENTS
3 3 17 8.4 BCMEAN7 EXPECTATION OF STUDENT SUCCESS
3 4 25 8.4 BCMEAN8 KNOWLEDGE OF MATHEMATICS
3 5 33 8.4 BCMEAN9 KNOWLEDGE OF READING
3 6 41 8.4 BCMEAN10 CLARITY
3 7 49 8.4 BCMEAN11 ABRUPTNESS
3 8 57 8.4 BCMEAN12 FLEXIBILITY
3 9 65 8.4 BCMEAN13 COMPLEXITY OF COMMUNICATION
3 10 73 8.4 BCMEAN14 CONSISTENCY OF MESSAGE
4 1 1 8.4 BCMEAN15 STRUCTURING
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BTES PHASE III-B FILE GR2.TMEANS PAGE 4
<< INTERVIEW MEASURES >>
A SERIES OF INTERVIEWS WERE CONDUCTED WITH THE CLASSROOM TEACHERS DURING
THE AB AND BC PERIODS. IN THE FALL, AN INITIAL INTERVIEW AND A PLANNING
INTERVIEW WERE CONDUCTED. TEACHERS WERE ASKED, AMONG OTHER THINGS, TO
DESCRIBE THE STRENGTHS AND WEAKNESSES OF EACH STUDENT, THE INSTRUCTIONAL
PLANS FOR EACH STUDENT, AND TO PREDICT STUDENT TEST PERFORMANCE ON A
SELECTED GROUP OF ITEMS.
A BRIEF INTERVIEW WAS ALSO CONDUCTED ON EACH OBSERVATION DAY DURING THE
AB AND BC PERIODS. TEACHERS WERE ASKED TO DESCRIBE ANY CHANGES THAT HAD
OCCURRED IN THE TARGET STUDENTS OR IN THEIR INSTRUCTIONAL PROGRAMS.
FINALLY, A FOLLOW-UP INTERVIEW WAS CONDUCTED IN THE SPRING, PRIOR
TO THE "C" TESTING. TEACHERS WERE AGAIN ASKED TO PREDICT STUDENT TEST
PERFORMANCE.
A VARIETY OF MEASURES WERE DERIVED FROM THE INTERVIEWS. IN THE SPRING,
THE FIELDWORKERS REVIEWED THE INTERVIEW INFORMATION AND PERFORMED A
SERIES OF ELEVEN RATINGS BY COMPLETING THE "INTERVIEW RATING INSTRUMENT"
FORM. ALL RATINGS WERE COMPLETED BY EACH OF THE TWO FIELDWORKERS WHO
WERE REGULARLY ASSIGNED TO EACH CLASSROOM. RATINGS WERE THEN AVERAGED
ACROSS THE TWO FIELDWORKERS TO OBTAIN A MEAN SCORE PER TEACHER PER
SCALE. THE FOLLOWING VARIABLES ARE THE MEAN SCORES ON THE VARIOUS
RATING SCALES. ALL VARIABLES ARE AT THE CLASS/TEACHER LEVEL AND ARE
ALSO AC LEVEL VARIABLES SINCE MATERIALS FROM BOTH THE AB AND BC PERIODS
WERE EVALUATED TOGETHER. MOST OF THE VARIABLES ARE BASED ON A 7-POINT
RATING SCALE BUT SOME ARE NOT. THE VARIABLE DESCRIPTIONS WILL INCLUDE A
STATEMENT ON THE SCORING PROCESS OR DATA FORM. ITEM (SCALE) NUMBERS FROM
THE "INTERVIEW RATING INSTRUMENT" ARE ALSO REFERENCED. THE FIRST 9
VARIABLES (MT1R1 THROUGH GOAL_R) ARE APECIFIC TO READING. THE NEXT 9
VARIABLES (MT1M1 THROUGH GOAL_M) ARE SPECIFIC TO MATHEMATICS.
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BTES PHASE III-B FILE GR2.TMEANS PAGE 5
<< INTERVIEW BASED VARIABLES >>
CD VAR LOC F
4 2 9 8.4
MT1R1: THE USE OF SELF-MADE MATERIALS IN READING. ITEM I.
THE TOTAL PERCENTAGE OF TIME THAT SELF-MADE MATERIALS WERE
USED, AS ESTIMATED BY THE FIELDWORKER. DATA ARE IN PER-
CENTAGE FORM.
VALID: 0 - 99(
CD VAR LOC F
4 3 17 8.4
MT1R2: GOAL DIRECTEDNESS OF INSTRUCTIONAL ACTIVITIES (READING).
ITEM II. VARIABLE WAS RATED ON A 1-7 SCALE.
VALID: 1.00 - 7.00
CD VAR LOC F
4 4 25 8.4
MT1R3: CONTENT GOAL ASSESSMENT (READING). ITEM III. RATED
ON A 1-7 SCALE.
VA1ID: 1.00 - 7.00
CD VAR LOC F
4 5 33 8.4
MT1R4: APPROPRIATENESS OF INSTRUCTION TO STUDENT NEEDS (READING).
ITEM IV. RATED ON A 1-7 SCALE.
VALID: 1.00 - 7.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 6
CD VAR LOC F
4 6 41 8.4
MT1R5: FLEXIBILITY OF USE OF CURRICULUM MATERIALS (READING).
ITEM V, RATED ON A 1-7 SCALE.
VALID: 1.00 - 7.00
CD VAR LOC F
4 7 49 8.4
MT1R6: SPECIFICITY OF GOALS (READING). ITEM VI. TEACHER
STATED COGNITIVE GOALS WERE IDENTIFIED AND SELECTED FROM
THE PLANNING INTERVIEW, QUESTIONS 2 AND 4. EACH OF THE
STATED GOALS WERE RATED ON A 1-7 SCALE FOR DEGREE OF
SPECIFICITY. THESE RATINGS WERE SUMMED AND DIVIDED BY THE
NUMBER OF IDENTIFIED GOALS (MT1R6N) TO OBTAIN THE AVERAGE
SPECIFICITY OF GOALS.
VALID: 1.00 - 7.00
CD VAR LOC F
4 8 57 8.4
MT1R6N: NUMBER OF GOALS SPECIFIED (READING). ITEM VI. THE NUMBER
OF STATED GOALS IDENTIFIED IN THE PLANNING INTERVIEW,
QUESTIONS 2 AND 4. USED TO CALCULATE MT1R6S.
VALID: 0.00 - 99.00
CD VAR LOC F
4 9 65 8.4
MT1R7M: DIFFERENTIATED PERCEPTION OF STUDENTS (READING). ITEM VII.
THESE RATINGS REFLECT THE FIELDWORKER'S EVALUATION OF THE
"STRENGTHS AND WEAKNESSES" SECTION OF THE PLANNING INTER-
VIEW AND THE FIELDWORKER'S KNOWLEDGE OF THE TEACHER AND
STUDENT AS GAINED THROUGH CLASSROOM EXPERIENCE.
FOR EACH TARGET STUDENT, THE FIELDWORKER RATED THE DEGREE TO
WHICH THE TEACHER RECOGNIZED INDIVIDUAL CHARACTERISTICS OF
THE STUDENT. RATINGS WERE AVERAGED ACROSS STUDENTS (AND THEN
ACROSS FIELDWORKERS) TO OBTAIN A MEAN SCORE PER TEACHER.
VALID: 1.00 - 7.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 7
CD VAR LOC F
4 10 73 8.4
MT1R7SD: STANDARD DEVIATION OF DIFFERENTIATED PERCEPTION RATINGS
(READING). THIS IS THE STANDARD DEVIATION OF MT1R7M ACROSS
THE TARGET STUDENTS IN EACH CLASS. SEPARATE STANDARD
DEVIATIONS WERE CREATED PER RATER (FIELDWORKER) AND THEN
AVERAGED ACROSS THE TWO RATERS TO OBTAIN THE MEAN STANDARD
DEVIATION PER TEACHER.
VALID: 1.00 - 1.75
CD VAR LOC F
5 1 1 8.4
GOAL_R: GOAL ORIENTATION (READING). THE AVERAGE OF MT1R2 (GOAL
DIRECTEDNESS) AND MT1R3 (CONTENT GOAL ASSESSMENT).
VALID: 1.00 - 7.00
THE ABOVE INTERVIEW RATING VARIABLES ARE SPECIFIC TO READING INSTRUCTION.
THE SAME SET OF VARIABLES WERE ALSO CREATED FOR MATHEMATICS INSTRUCTION.
MT1M1 THROUGH MT1M7SD ARE SPECIFIC TO MATHEMATICS. THE VARIABLES
DESCRIPTIONS AS PRESENTED FOR READING ALSO APPLY TO THE MATHEMATICS
VARIABLES. PLEASE REFER TO MT1R1-MT1R7SD FOR FULL DESCRIPTIONS.
CD VAR LOC F
5 2 9 8.4
MT1M1: USE OF SELF-MADE MATERIALS (MATHEMATICS) DATA ARE IN
PERCENTAGE FORM.
VALID: 0 - 99( )
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BTES PHASE III-B FILE GR2.TMEANS PAGE 8
CD VAR LOC F
5 3 17 8.4
MT1M2: GOAL DIRECTEDNESS OF INSTRUCTIONAL ACTIVITIES (MATHEMATICS).
VALID: 1.00 - 7.00
CD VAR LOC F
5 4 25 8.4
MT1M3: CONTENT GOAL ASSESSMENT (MATHEMATICS).
VALID: 1.00 - 7.00
CD VAR LOC F
5 5 33 8.4
MT1M4: APPROPRIATENESS OF INSTRUCTION TO STUDENT NEEDS (MATHEMATICS).
VALID: 1.00 - 7.00
CD VAR LOC F
5 6 41 8.4
MT1M5: FLEXIBILITY OF USE OF CURRICULUM MATERIALS (MATHEMATICS).
VALID: 1.00 - 7.00
CD VAR LOC F
5 7 49 8.4
MT1M6S: SPECIFICITY OF GOALS (MATHEMATICS).
VALID: 1.00 - 7.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 9
CD VAR LOC F
5 8 57 8.4
MT1M6M: NUMBER OF GOALS SPECIFIED (MATHEMATICS).
VALID: 0 - 99
CD VAR LOC F
5 9 65 8.4
MT1M7M: DIFFERENTIATED PERCEPTIONS OF STUDENTS (MATHEMATICS).
VALID: 1.00 - 7.00
CD VAR LOC F
5 10 73 8.4
MT1M7SD: STANDARD DEVIATION OF DIFFERENTIATED PERCEPTION RATINGS
(MATHEMATICS).
VALID: 0.00 - 1.75
CD VAR LOC F
6 1 1 8.4
GOAL_M: GOAL ORIENTATION (MATHEMATICS) THE AVERAGE
OF MT1M2 (GOAL DIRECTEDNESS) AND MT1M3 (CONTENT GOAL
ASSESSMENT).
VALID: 1.00 - 7.00
THE ABOVE SETS OF INTERVIEW-BASED VARIABLES WERE CONTENT SPECIFIC, I.E.,
ONE SET RELATED TO READING AND ONE SET RELATED TO MATHEMATICS. THE NEXT 6
VARIABLES, BASED ON ITEMS VIII-XI OF THE "INTERVIEW RATING INSTRUMENT"
FORM, ARE AFFECTIVE VARIABLES WHICH ARE NOT SPECIFIC TO READING OR MATH-
EMATICS. AGAIN, DATA VALUES ARE THE MEAN SCORE ACROSS THE TWO FIELDWORKERS
WHO COMPLETED THE RATINGS OR COUNTS.
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BTES PHASE III-B FILE GR2.TMEANS PAGE 10
CD VAR LOC F
6 2 9 8.4
MT1N8A: NUMBER OF AFFECTIVE STATEMENTS. ITEM VIII, PART 1.
WORKERS REVIEWED THE "STRENGTHS AND WEAKNESSES" SECTION OF
THE FALL PLANNING INTERVIEW AND COUNTED THE NUMBER OF
AFFECTIVE STATEMENTS MADE BY THE TEACHER.
VALID: 1.00 - 99.00
CD VAR LOC F
6 3 17 8.4
MT1N8C: NUMBER OF COGNITIVE STATEMENTS. ITEM VIII, PART 2.
THE NUMBER OF COGNITIVE STATEMENTS FOUND IN THE "STRENGTHS
AND WEAKNESSES" INTERVIEW SECTION.
VALID: 1.00 - 99.00
CD VAR LOC F
6 4 25 8.4
MT1P8: PERCENTAGE OF AFFECTIVE STATEMENTS. ITEM VIII, PART 3.
THE NUMBER OF AFFECTIVE STATEMENTS (MT1N8A) DIVIDED BY THE
TOTAL NUMBER OF AFFECTIVE AND COGNITIVE STATEMENTS (SUM OF
MT1N8A AND MT1N8C). DATA ARE IN PERCENTAGE FORM.
VALID: 1.00 - 99.00
CD VAR LOC F
6 5 33 8.4
MT1A9: AWARENESS OF AFFECTIVE INFORMATION. ITEM IX. RATED ON A
7-POINT SCALE. FIELDWORKERS USED BOTH THEIR KNOWLEDGE OF
THE TEACHER AS GAINED THROUGH OBSERVATION, AND THEIR
EVALUATION OF THE INTERVIEWS TO PERFORM THIS RATING.
VALID: 1.00 - 7.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 11
CD VAR LOC F
6 6 41 8.4
MT1A10: VALUE OF AFFECTIVE OUTCOMES. ITEM X. RATED ON A
7-POINT SCALE. THE EXTENT TO WHICH THE TEACHER VALUED
AFFECTIVE OUTCOMES FOR THEIR OWN SAKE. BASED ON OBSERVATION
EXPERIENCE AND INTERVIEW INFORMATION.
VALID: 1.00 - 7.00
CD VAR LOC F
6 7 49 8.4
MT1C11: OVERALL RATING OF THE TEACHER. ITEM XI. RATED ON A
7-POINT SCALE. THIS RATING WAS MADE IN RESPONSE TO THE
QUESTION: "WOULD YOU LIKE YOUR (HYPOTHETICAL) CHILD TO BE
IN THIS TEACHER'S CLASS?" THIS RATING REFLECTED AN OVERALL
GLOBAL IMPRESSION OF THE TEACHER AND BECAME A VALUABLE
VARIABLE REFLECTING A "HALO" EFFECT FACTOR. THIS VARIABLE
LATER BECAME "G1, GLOBAL RATING."
VALID: 1.00 - 7.00
<< WEEKLY INTERVIEW VARIABLES >>
THE WEEKLY INTERVIEW VARIABLES (ID,IPN,IPG) WERE BASED SOLELY ON THE
WEEKLY TEACHER INTERVIEWS. IN THE WEEKLY INTERVIEWS THE TEACHER WAS
ASKED IF THERE HAD BEEN ANY CHANGES IN THE TARGET STUDENTS OR THEIR
INSTRUCTIONAL PROGRAM DURING THE PAST WEEK. TWO CODERS (NON-FIELDWORKERS)
REVIEWED THESE WEEKLY INTERVIEW RESPONSES AND CODED EACH STATEMENT AS ONE
OF THREE TYPES. CODING WAS DONE SEPARATELY BY STUDENT FOR READING AND FOR
MATHEMATICS. FOR EACH STUDENT, THE TOTAL NUMBER OF STATEMENTS OF EACH TYPE
WAS CALCULATED BY EACH CODER. SCORES WERE THEN AVERAGED ACROSS CODERS TO
GET A SINGLE SCORE FOR EACH STUDENT. THE VARIABLES PRESENTED HERE ARE
CLASS-LEVEL VARIABLES, WHICH WERE FORMED BY AVERAGING ACROSS THE STUDENTS
IN THE CLASS FOR READING OR FOR MATHEMATICS.
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BTES PHASE III-B FILE GR2.TMEANS PAGE 12
CD VAR LOC F
6 8 57 8.4
IDR: THE NUMBER OF DIAGNOSTIC STATEMENTS WHERE THE TEACHER COMMENTED
ON THE PERCEIVED SKILLS, NEEDS, OR GENERAL PERFORMANCE OF A
TARGET STUDENT IN READING.
VALID: 0 - 9.00
CD VAR LOC F
6 9 65 8.4
IPNR: THE NUMBER OF STATEMENTS OF PROGRAM CHANGE BASED ON SPECIFIC
STUDENT NEEDS IN READING.
VALID: 0 - 9.00
CD VAR LOC F
6 10 73 8.4
IPGR: THE NUMBER OF STATEMENTS OF PROGRAM CHANGE BASED ON GENERAL
PROGRESS THROUGH THE READING CURRICULUM.
VALID: 0 - 9.00
CD VAR LOC F
7 1 1 8.4
IDM: THE NUMBER OF DIAGNOSTIC STATEMENTS WHERE THE TEACHER COMMENTED
ON THE PERCEIVED SKILLS, NEEDS, OR GENERAL PERFORMANCE OF A
TARGET STUDENT IN MATHEMATICS.
VALID: 0 - 9.00
CD VAR LOC F
7 2 9 8.4
IPNM: THE NUMBER OF STATEMENTS OF PROGRAM CHANGE BASED ON SPECIFIC
STUDENT NEEDS IN MATHEMATICS.
VALID: 0 - 9.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 13
CD VAR LOC F
7 3 17 8.4
IPGM: THE NUMBER OF STATEMENTS OF PROGRAM CHANGE BASED ON GENERAL
PROGRESS THROUGH THE MATHEMATICS CURRICULUM.
VALID: 0 - 9.00
<< ITEM PREDICTION SCORES >>
IN THE FALL AND IN THE SPRING EACH TEACHER WAS ASKED TO PREDICT FOR EACH
TARGET STUDENT WHETHER OR NOT THE STUDENT WOULD ANSWER CORRECTLY SOME
REPRESENTATIVE ITEMS FROM THE BTES ACHIEVEMENT BATTERY. FOUR ITEMS EACH
IN READING AND MATHEMATICS WERE USED FOR PREDICTION. THESE DATA WERE
SCORED IN TWO WAYS. FIRST, EACH ITEM FOR EACH STUDENT WAS TREATED AS A
UNIT IN A TEACHER "TEST." WITH 4 ITEMS AND UP TO 6 TARGET STUDENTS, THIS
AMOUNTED TO A POSSIBLE 24 ITEM "TEST" FOR FALL AND FOR SPRING. A COUNT
WAS MADE OF THE NUMBER OF TIMES (ACROSS ALL STUDENTS) THE TEACHER CORRECTLY
PREDICTED HOW A STUDENT WOULD DO ON AN ITEM (PASS OR FAIL). THESE COUNTS
WERE THEN TRANSFORMED INTO THE PROPORTION OF PREDICTIONS THAT WERE CORRECT.
CD VAR LOC F
7 4 25 8.4
PRPF: PROPORTION OF CORRECT STUDENT-ITEM PREDICTIONS IN THE FALL
FOR READING.
VALID: 0 - 1.00
CD VAR LOC F
7 5 33 8.4
PRPS: PROPORTION OF CORRECT STUDENT-ITEM PREDICTIONS IN THE SPRING
FOR READING.
VALID: 0 - 1.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 14
CD VAR LOC F
7 6 41 8.4
PMPF: PROPORTION OF CORRECT STUDENT-ITEM PREDICTIONS IN THE FALL
FOR MATHEMATICS.
VALID: 0 - 1.00
CD VAR LOC F
7 7 49 8.4
PMPS: PROPORTION OF CORRECT STUDENT-ITEM PREDICTIONS IN THE SPRING
FOR MATHEMATICS.
VALID: 0 - 1.00
A SECOND SCORING TECHNIQUE WAS USED ON THE ITEM PREDICTION DATA IN ORDER
TO GET STUDENT-LEVEL SCORES WITH LESS EMPHASIS ON INDIVIDUAL ITEM
FLUCTUATIONS. FOR EACH STUDENT, WE CALCULATED THE NUMBER OF ITEMS IN THE
REPRESENTATIVE SET THAT THE STUDENT ANSWERED CORRECTLY, INCLUDING BOTH
FALL AND SPRING ITEMS. WE ALSO CALCULATED THE NUMBER OF ITEMS THE TEACHER
THOUGHT THE STUDENT WOULD ANSWER CORRECTLY. FROM THESE FIGURES, A DIS-
CREPANCY SCORE WAS GENERATED WHICH WAS THE ABSOLUTE VALUE OF THE
DIFFERENCE BETWEEN PREDICTED AND OBSERVED. FOR INSTANCE, IF THE TEACHER
PREDICTED THAT JOHNNY WOULD GET 4 CORRECT AND HE ACTUALLY GOT 3 CORRECT,
THE DISCREPANCY SCORE WOULD BE 1. IF THE TEACHER PREDICTED 3 AND JOHNNY
GOT 4, THE SCORE WOULD STILL BE 1. NOTE THAT A HIGHER DISCREPANCY SCORE
MEANS A BIGGER GAP BETWEEN PREDICTED AND OBSERVED SCORES AND HENCE FEWER
CORRECT PREDICTIONS.
CD VAR LOC F
7 8 57 8.4
PSMEAN_R: MEAN DISCREPANCY SCORE, READING. THIS IS THE AVERAGE
ACROSS STUDENTS PER CLASS OF THE DISCREPANCY SCORE
DESCRIBED ABOVE.
VALID: 0.00 - 8.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 15
CD VAR LOC F
7 9 65 8.4
PSMEAN_M: MEAN DISCREPANCY SCORE, MATHEMATICS. CLASS AVERAGE
DISCREPANCY SCORE IN MATHEMATICS.
VALID: 0.00 - 8.00
THESE TWO TYPES OF ITEM PREDICTION MEASURES (PROPORTIONS AND
DISCREPANCIES) WERE COMBINED INTO ONE COMPOSITE MEASURE. AS A FIRST STEP,
EACH MEASURE WAS STANDARDIZED TO A MEAN OF ZERO AND A STANDARD DEVIATION
OF ONE. THE DISCREPANCY SCORE WAS REVERSED IN SIGN. THE THREE MEASURES
WERE THEN SUMMED TO YIELD A COMPOSITE SCORE. A NEGATIVE SCORE MEANS THAT
THE TEACHER WAS BELOW AVERAGE IN AN ITEM PREDICTION.
CD VAR LOC F
7 10 73 8.4
PRED_R: ITEM PREDICTION SCORE, READING. COMPOSITE OF PRPF,PRPS,
AND PSMEAN_R.
VALID: -9.00 TO +9.00
CD VAR LOC F
8 1 1 8.4
PRED_M: ITEM PREDICTION SCORE, MATHEMATICS. COMPOSITE OF PMPF,
PMPS, AND PSMEAN_M.
VALID: -9.00 TO +9.00
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BTES PHASE III-B FILE GR2.TMEANS PAGE 16
<< TEACHER ATTITUDE SCALES >>
IN THE SPRING EACH TEACHER COMPLETED A 14-ITEM QUESTIONNAIRE ABOUT
ATTITUDES TOWARD READING, MATHEMATICS, AND TEACHING IN GENERAL. ITEMS
WERE RATED ON A 5-POINT SCALE WITH 5 BEING THE POSITIVE END OF THE SCALE.
THREE MEASURES OF TEACHER ATTITUDE WERE OBTAINED FROM THESE RATING SCALES.
CD VAR LOC F
8 2 9 8.4
ASPIR: ASPIRATION SCALE. SUM OF THE TEACHER'S RATINGS ON QUESTION-
NAIRE ITEMS 1-6.
VALID: 1-30
CD VAR LOC F
8 3 17 8.4
READ: ATTITUDE TOWARD READING. SUM OF THE TEACHER'S RATINGS
ON QUESTIONNAIRE ITEMS 8,10,12, AND 14.
VALID: 1-20
CD VAR LOC F
8 4 25 8.4
MATH: ATTITUDE TOWARD MATHEMATICS. SUM OF TEACHER'S RATINGS
ON QUESTIONNAIRE ITEMS 7,9,11, AND 13.
VALID: 1-20
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BTES PHASE III-B FILE GR2.TMEANS PAGE 17
<< PRIMARY ANALYSIS VARIABLES >>
FROM THE LARGE COLLECTION OF MEASURES RELATED TO PLANNING AND CLASSROOM
ENVIRONMENT, A SMALLER SET OF VARIABLES WAS CREATED/SELECTED FOR USE IN
PRIMARY BTES ANALYSIS. THE PROCESS OF VARIABLE DEFINITION WAS LENGTHY
AND COMPLEX.
IN ORDER TO REDUCE THE NUMBER OF TEACHING PROCESS VARIABLES FOR ANALYSIS,
MEASURES FROM THE DAILY RATINGS AND/OR THE INTERVIEW-BASED MEASURES WERE
SOMETIMES COMBINED. RELIABILITIES, INTERCORRELATIONS, AND PRINCIPAL
COMPONENT ANALYSES WERE USED IN THE PROCESS OF CREATING COMPOSITE SCORES.
IN COMBINING VARIABLES, THE GOAL WAS TO PRODUCE SETS OF VARIABLES THAT
WOULD BE:
(1) HOMOGENEOUS WITHIN THE SET
(2) INDEPENDENT AS POSSIBLE FROM OTHER SETS
(3) FREE AS POSSIBLE FROM EXTRANEOUS SOURCES OF VARIANCE (E.G.,
OBSERVER BIAS)
(4) LOGICALLY RELATED WITHIN THE SET AND MEANINGFULLY REPRESENTED
BY A DESCRIPTIVE LABEL.
MANY OF THE PRIMARY ANALYSIS VARIABLES ARE RESIDUALIZED IN FORM. AS
THE EVALUATION OF INDIVIDUAL VARIABLES PROGRESSED IT BECAME EVIDENT THAT
THE RATINGS WERE BEING INFLUENCED BY A LARGE RATER "HALO" OR GENERAL
PERCEPTION OF THE TEACHER. VARIABLE MT1C11 (OVERALL RATING OF THE TEACHER)
IS A MEASURE OF THIS GLOBAL RATING OR HALO EFFECT. THIS MEASURE WAS USED
TO "PARTIAL" OUT, OR REMOVE STATISTICALLY, THE "HALO" VARIANCE IN THE
DAILY RATINGS AND INTERVIEW RATINGS. THEREFORE, IF A VARIABLE IS DEFINED
AS A RESIDUAL SCORE, IT MEANS THAT THE ORIGINAL RATING WAS REGRESSED ON
THE GLOBAL RATING TO PRODUCE A RESIDUAL SCORE THAT IS INDEPENDENT OF THE
GLOBAL RATING.
SCORES WERE ALSO STANDARDIZED IN ORDER TO BE ABLE TO COMBINE SCORES THAT
WERE IN DIFFERENT METRICS (I.E., PERCENTS, A 7-POINT SCALE, ETC.) AND ALSO
TO MAKE IT EASIER TO COMPARE A TEACHER'S SCORES ON DIFFERENT MEASURES.
ALL VARIABLES USED FOR PRIMARY ANALYSIS WERE STANDARDIZED TO A MEAN OF 50
AND A STANDARD DEVIATION (SD) OF 10. THIS TRANSFORMATION DOES NOT CHANGE
THE SHAPE OF THE UNDERLYING DISTRIBUTION.
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 18
<< DIAGNOSIS VARIABLES >>
THREE VARIABLES RELATE TO TEACHER DIAGNOSIS -- THE TEACHER'S KNOWLEDGE
ABOUT THE STRENGTHS AND WEAKNESSES OF INDIVIDUAL STUDENTS. DR1-DR3 PERTAIN
TO READING AND DM1-DM3 PERTAIN TO MATHEMATICS. DR(DM) MAY BE READ AS
DIAGNOSIS IN READING (MATHEMATICS).
CD VAR LOC F
8 5 33 8.4
DR1: ITEM PREDICTION (READING). THIS IS THE STANDARDIZED
VERSION OF PRED_R, A COMPOSITE MEASURE OF THE TEACHER'S
ACCURACY IN PREDICTING HOW STUDENTS WILL DO ON BTES TEST
ITEMS.
VALID: 1.00 - 99.00
CD VAR LOC F
8 6 41 8.4
DR2: KNOWLEDGE OF SUBJECT MATTER (READING). THIS IS THE TEACHER'S
STANDARDIZED SCORE ON A READING CONTENT CODING TEST ADMINISTERED
UPON COMPLETION OF THE TEACHER LOG TRAINING SESSION. THE TEST
INVOLVED LABELING THE CONTENT COVERED ON TYPICAL STUDENT
WORKSHEETS.
VALID: 1.00 - 99.00
CD VAR LOC F
8 7 49 8.4
DR3: RESIDUAL DIFFERENTIATED PERCEPTIONS (READING). THIS IS THE
STANDARDIZED RESIDUAL SCORE ON MT1R7. (MT1R7 WAS REGRESSED ON
MT1C11. THE RESULTING RESIDUAL SCORES WERE STANDARDIZED TO A
MEAN OF 50, STANDARD DEVIATION OF 10.)
VALID: 1.00 - 99.00
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 19
CD VAR LOC F
8 8 57 8.4
DM1: ITEM PREDICTION (MATHEMATICS). THIS IS THE STANDARDIZED
SCORE ON PRED_M.
VALID: 1.00 - 99.00
CD VAR LOC F
8 9 65 8.4
DM2: KNOWLEDGE OF SUBJECT MATTER (MATHEMATICS). THIS IS THE
TEACHER'S STANDARDIZED SCORE ON A MATHEMATICS CONTENT CODING
TEST ADMINISTERED DURING TEACHER LOG TRAINING. THE TEST
INVOLVED LABELING THE CONTENT COVERED ON TYPICAL STUDENT
WORKSHEETS.
VALID: 1.00 - 99.00
CD VAR LOC F
8 10 73 8.4
DM3: RESIDUAL DIFFERENTIATED PERCEPTIONS (MATHEMATICS). THIS IS
THE STANDARDIZED RESIDUAL SCORE ON MT1M7.
VALID: 1.00 - 99.00
<< PRESCRIPTION VARIABLES >>
THESE THREE VARIABLES RELATE TO TEACHER PRESCRIPTION, THE WAY IN WHICH THE
TEACHER DECIDES WHAT TO DO IN THE CLASSROOM. PR1-PR3 PERTAIN TO
PRESCRIPTION IN READING. PM1-PM3 PERTAIN TO PRESCRIPTION IN MATHEMATICS.
CD VAR LOC F
9 1 1 8.4
PR1: GOAL ORIENTATION, READING. THE RESIDUAL OF GOAL_R (DERIVED
BY REGRESSING GOAL_R ON MT1C11). STANDARDIZED TO A MEAN OF
50 AND A STANDARD DEVIATION (SD) OF 10.
VALID: 1.00 - 99.00
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 20
CD VAR LOC F
9 2 9 8.4
PR2: PROGRAM CHANGE BASED ON NEED. EQUALS IPNR STANDARDIZED TO
A MEAN OF 50 AND A STANDARD DEVIATION OF 10.
VALID: 1.00 - 99.00
CD VAR LOC F
9 3 17 8.4
PR3: FLEXIBILITY OF USE OF CURRICULUM. THIS IS THE RESIDUAL OF
MT1R5 WHICH HAS BEEN STANDARDIZED TO A MEAN OF 50 AND A
STANDARD DEVIATION OF 10.
VALID: 1.00 - 99.00
CD VAR LOC F
9 4 25 8.4
PM1: GOAL ORIENTATION, MATHEMATICS. THIS IS THE RESIDUAL OF GOAL_M
WHICH HAS BEEN STANDARDIZED TO A MEAN OF 50 AND A SD OF 10.
VALID: 1.00 - 99.00
CD VAR LOC F
9 5 33 8.4
PM2: PROGRAM CHANGE BASED ON NEED. EQUALS IPNM STANDARDIZED TO A
MEAN OF 50 AND A SD OF 10.
VALID: 1.00 - 99.00
CD VAR LOC F
9 6 41 8.4
PM3: FLEXIBILITY OF USE OF CURRICULUM. THIS IS THE RESIDUAL OF
MT1M5 WHICH HAS BEEN STANDARDIZED TO A MEAN OF 50 AND A SD
OF 10.
VALID: 1.00 - 99.00
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 21
<>
THIS SET OF VARIABLES DEALS WITH GENERAL CHARACTERISTICS OF THE CLASSROOM'S
INSTRUCTIONAL PROGRAM AND CLASSROOM CLIMATE. THE GENERAL VARIABLES
REPRESENT CLUSTERS OF A NUMBER OF OTHER MEASURES. IN CREATING CLUSTERS,
THE INDIVIDUAL MEASURES, WHICH WOULD BE CONTRIBUTING TO THE CLUSTER, WERE
TRANSFORMED TO A STANDARD SCORE SCALE WITH A MEAN OF ZERO AND A STANDARD
DEVIATION OF ONE. THESE STANDARD SCORES WERE SUMMED ACROSS ALL MEASURES
DEFINING THE CLUSTER. THE SUMMED SCORES PER CLUSTER WERE THEN STANDARDIZED
TO A MEAN OF 50 AND A STANDARD DEVIATION OF 10, AS WERE ALL PRIMARY
ANALYSIS VARIABLES.
THE GLOBAL RATING G1(G1=STANDARDIZED MT1C11) AGAIN WAS USED TO CREATE
RESIDUAL SCORES. VARIABLES ARE PRESENTED IN PAIRS. EACH PAIR INCLUDES
A RATING ON A PARTICULAR DIMENSION AND A RESIDUAL SCORE DERIVED BY
REGRESSING THE ORIGINAL RATING ON G1. THE ORIGINAL UNRESIDUALIZED
RATING HAS THE LETTERS "UN" IN THE LABEL.
SEVERAL PAIRS OF VARIABLES IN THIS SET ARE PERIOD SPECIFIC. THESE
VARIABLES ARE LABELED AS AB- OR BC-PERIOD. WHERE NO NOTATION IS MADE,
VARIABLES ARE AT THE AC-PERIOD LEVEL.
CD VAR LOC F
9 7 49 8.4
AR: APPROPRIATENESS OF INSTRUCTION FOR READING (RESIDUALIZED).
RESIDUAL OF MT1R4. STANDARDIZED.
VALID: 1.00 - 99.00
CD VAR LOC F
9 8 57 8.4
ARUN: APPROPRIATENESS OF INSTRUCTION FOR READING (UNRESIDUALIZED).
STANDARDIZED MT1R4.
VALID: 1.00 - 99.00
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 22
CD VAR LOC F
9 9 65 8.4
AM: APPROPRIATENESS OF INSTRUCTION FOR MATHEMATICS (RESIDUALIZED).
RESIDUAL OF MT1M4. STANDARDIZED.
VALID: 1.00 - 99.00
CD VAR LOC F
9 10 73 8.4
AMUN: APPROPRIATENESS OF INSTRUCTION FOR MATHEMATICS (UN-
RESIDUALIZED). STANDARDIZED MT1M4.
VALID: 1.00 - 99.00
CD VAR LOC F
10 1 1 8.4
G1: GLOBAL RATING. STANDARDIZED MT1C11.
VALID: 1.00 - 99.00
CD VAR LOC F
10 2 9 8.4
G2AB: RESIDUAL PERCEIVED ACADEMIC COMPETENCE, AB PERIOD.
G2 IS A CLUSTER OF 9 DAILY RATING VARIABLES. INCLUDES ABMEAN5,
6,7,8,9.10,13,14, AND 15. THE COMPOSITE VARIABLE WAS RESIDUALIZED
ON MT1C11, THE GLOBAL RATING.
VALID: 1.00 - 99.00
CD VAR LOC F
10 3 17 8.4
G2UNAB: PERCEIVED ACADEMIC COMPETENCE, AB-PERIOD. UNRESIDUALIZED
VERSION OF G2AB.
VALID: 1.00 - 99.00
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 23
CD VAR LOC F
10 4 25 8.4
G3AB: RESIDUAL ORIENTATION TOWARD AFFECT, AB-PERIOD.
G3 IS A CLUSTER OF 3 DAILY RATING SCALES AND TWO INTERVIEW-
BASED VARIABLES. INCLUDES ABMEAN3,4 AND 12 PLUS MT1A9 AND
MT1A10.
VALID: 1.00 - 99.00
CD VAR LOC F
10 5 33 8.4
G3UNAB: ORIENTATION TOWARD AFFECT, AB-PERIOD. THE UNRESIDUALIZED
VERSION OF G3AB.
VALID: 1.00 - 99.00
CD VAR LOC F
10 6 41 8.4
G4AB: RESIDUAL LEARNING ENVIRONMENT, AB-PERIOD. G4 IS A CLUSTER
OF TWO DAILY RATING SCALES. INCLUDES ABMEAN1 AND 2.
VALID: 1.00 - 99.00
(NOTE: THE UNRESIDUALIZED VERSION OF G4AB IS NOT AVAILABLE.)
CD VAR LOC F
10 7 49 8.4
G2BC: RESIDUAL PERCEIVED ACADEMIC COMPETENCE, BC-PERIOD.
G2BC IS THE SAME CLUSTER AS G2AB EXCEPT IT IS BASED ON
THE DAILY RATINGS COMPLETED DURING THE BC PERIOD. INCLUDES
BCMEAN5,6,7,8,9,10,13,14, AND 15.
VALID: 1.00 - 99.00
1
BTES PHASE III-B FILE GR2.TMEANS PAGE 24
CD VAR LOC F
10 8 57 8.4
G2UNBC: PERCEIVED ACADEMIC COMPETENCE, BC PERIOD. THE UN-
RESIDUALIZED VERSION OF G2BC.
VALID: 1.00 - 99.00
CD VAR LOC F
10 9 65 8.4
G3BC: RESIDUAL ORIENTATION TOWARD AFFECT, BC-PERIOD. G3BC IS A
CLUSTER OF: BCMEAN3,4, AND 12 PLUS MT1A9 AND MT1A10.
VALID: 1.00 - 99.00
CD VAR LOC F
10 10 73 8.4
G3UNBC: ORIENTATION TOWARD AFFECT, BC-PERIOD. THE UNRESIDUALIZED
VERSION OF G3BC.
VALID: 1.00 - 99.00
CD VAR LOC F
11 1 1 8.4
G4BC: RESIDUAL LEARNING ENVIRONMENT, BC-PERIOD. A CLUSTER OF
BCMEAN1 AND 2.
VALID: 1.00 - 99.00
CD VAR LOC F
11 2 9 8.4
G4UNBC: LEARNING ENVIRONMENT, BC-PERIOD. UNRESIDUALIZED VERSION
OF G4BC.
VALID: 1.00 - 99.00
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1
BTES PHASE III-B PAGE 25
FILE GR5.TMEANS: GRADE 5
GENERAL CLASSROOM LEVEL VARIABLES
THIS FILE CONTAINS THE SAME CLASSROOM LEVEL VARIABLES AS THE GR2.TMEANS
FILE. THE VARIABLES RELATE TO INSTRUCTIONAL PLANNING AND CLASSROOM
ENVIRONMENT. THIS FILE IS IDENTICAL IN CONSTRUCTION TO THE GR2.TMEANS
FILE. THEREFORE, PLEASE REFER TO THE GR2.TMEANS CODEBOOK FOR VARIABLE
DEFINITIONS, FILE AND FORMAT INFORMATION.
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END OF GR2.TMEANS FILE
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